"Patrick Dunleavy outlines seven upgrade strategies for a problematic article or chapter: Do one thing well. Flatten the structure. Say it once, say it right. Try paragraph re-planning. Make the motivation clearer. Strengthen the argument tokens. Improve the data and exhibits." (deck, 2014.12.19)
"Developing strong listening skills in a second language can be difficult for students. In fact, teaching listening skills is a challenge for teachers, too. One reason for this is that the actual process of listening, or what we mean by “listening skill” is not very well understood.
Aparta, Krystian. (2014, November 4). How to learn a new language: 7 secrets from TED Translators [web blog post]. Retrieved from http://blog.ted.com/2014/11/04/how-to-learn-a-new-language-7-secrets-from-ted-translators/
We have radically altered our own evolved species behavior by segregating children artificially in same-age peer groups instead of mixed-age communities, by compelling them to be indoors and sedentary for most of the day, by asking them to learn from text-based artificial materials instead of contextualized real-world activities, by dictating arbitrary timetables for learning rather than following the unfolding of a child’s developmental readiness.
When you see children who do not learn well in school, they will often display characteristics that would be valued and admired if they lived in any number of traditional societies around the world. They are physically energetic; they are independent; they are sociable; they are funny. They like to do things with their hands. They crave real play, play that is exuberant, that tests their strength and skill and daring and endurance; they crave real work, work that is important, that is concrete, that makes a valued contribution. They dislike abstraction; they dislike being sedentary; they dislike authoritarian control. They like to focus on the things that interest them, that spark their curiosity, that drive them to tinker and explore.
when you push a child to do something she simply developmentally can not do, you create a profound belief that (a) I hate this; (b) I can’t do this; (c) I will never be able to do this, and (d) There’s something wrong with me.
Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species. It’s no accident that indigenous holistic thinkers are the ones who have been consistently reminding us of our appropriate place in the ecological systems of life as our narrowly-focused technocratic society veers wildly between conservation and wholesale devastation of the planet. It’s no accident that dyslexic holistic thinkers are often our artists, our inventors, our dreamers, our rebels.
Science is a tool of breathtaking power and beauty, but it is not a good parent; it must be balanced by something broader, deeper, older. Like wind and weather, like ecosystems and microorganisms, like snow crystals and evolution, human learning remains untamed, unpredictable, a blossoming fractal movement so complex and so mysterious that none of us can measure or control it.
"The main part of this website, the History, can be read as a kind of story, in chapters, following the development of the English language from its Indo-European origins, through Old English and Middle English to Early Modern English and Late Modern English, before a brief look at English Today. But there is also section on Language Issues (including How New Words are Created, Language and Geography and English as a Global Language), a Timeline of important dates in the development of English, a Glossary of some of the technical and historical terms used, and a list of Sources and Links." (Introduction, ¶5)
For a writing class with initial enrollment in the tens of thousands, as well as for a class with enrollment in the teens, Sokolik advocated "approaching writing as a method of inquiry, discovery and expression" (Acitve Learning, ¶1), and said she had identical goals, namely for students "to write well, to engage with ideas in meaningful ways and to write in a way to attract a wider audience" (Active Learning, ¶4).
Perfecting English grammar can be a long process; this fact should not prevent students from diving into writing, regardless of their level of grammatical proficiency. Requiring students to focus constantly on grammar, and not on writing, is like requiring the novice home cook to focus constantly on knife skills, never allowing him or her to cook a meal.
For students learning to write for academic purposes, the Writing Resources section of the Empire State College Online Writing Centre site provides access to a range of self-development material. Sub-sections of the material include:
Critical Reading and Writing
"The World Atlas of Language Structures (WALS) is a large database of structural (phonological, grammatical, lexical) properties of languages gathered from descriptive materials (such as reference grammars) by a team of 55 authors" (Welcome to WALS Online, ¶1, 2014.11.07).
Brookfield reminds us to ask, "Whose interests does the 'perfect ten' assumption serve, if not those of students and teachers?" (p. 18). He answers, "Primarily, it serves individuals... who believe...teaching can be reduced to a linear, quantifiable rating system... Believing that learning and teaching are unidimensional...In their minds, teaching becomes the simple implementation of centrally produced curricula and objectives" (p. 18).
Posted from Diigo. The rest of my favorite links are here.
Crutcher, Betty Neal. (2014). Cross-Cultural Mentoring: A Pathway to Making Excellence Inclusive. Liberal Education, 100(2), [n.p.]. Retrieved from http://www.aacu.org/liberaleducation/2014/spring/crutcher
In this blog post (2014.09.30), Sabio Lantz (pen name) represented the history of the English Language in a single diagram. The main source of info. for that diagram was another website to which there is a link at the end of the post.
"Revision isn't a suggestion, it's a necessity - sometimes writing the same thing three different ways or more offers perspective, this perspective provides choice to the writer later for what best suits the finished piece."
Just as the curriculum can become a collection of courses instead of a cohesive and meaningful curriculum, the same may be true for blended learning when the approach does not provide the mechanisms and support to fundamentally redesign the student learning experience across the curriculum.
larger concerns may relate to the lack of time, support, or incentives
Even though the examples of an institutional approach to blended learning are scarce, presenting best practices for blended learning only in the context of individual courses prevents constituents from grasping the larger institutional strategy. Situating all specific course examples within the framework of the larger institutional strategy allows the rationale for blended learning to remain at the forefront of the conversations, as well as at the forefront of any specific processes and support mechanisms the institution puts into place. Delving into specific course strategies should always be preceded by reminding constituents of the larger institutional strategy.
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100.
Fink (2013) notes that the prevailing view of faculty work (teaching, research, and service) does not provide any "in-load" time for faculty to work on their own professional development around teaching (p. 222). Therefore, a critical condition necessary for the achievement of a blended learning institutional strategy is adequate time.
Posted from Diigo. The rest of my favorite links are here.
"The posting below looks at principles for the design of learning communities (LCs). It is from Chapter 2 - Preparing for Powerful Learning Communities, in the book, Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness, by Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Alisha Solan, and Andria Stokes."
This extract from Chapter 6 of Race and Pickford (2017) provides sound advice for post-secondary educators.
Race, Phil, & Pickford, Ruth. (2007). Making Teaching Work: 'Teaching Smarter' in Post-Compulsory Education. London, England: Sage Publications.
Following the news article, there are "Tips from Bob Steele, a retired UBC professor of art education, for parents or caregivers on using art as a tool for developing a child’s literacy" (Drawing for learning, deck).
"Watch this short, satirical film, written by Oren Ginzburg and narrated by actor and comedian David Mitchell, which tells the story of how tribal peoples are being destroyed in the name of ‘development’."
Essays on this Schooling the World resource page (2014.10.06) include:
The Other Way of Knowing
To Hell With Good Intentions
Education is Ignorance
Do Indigenous Peoples Benefit from “Development?”
Indigenising Curriculum: Questions Posed by Baiga Vidya
Indigenous Knowledge Systems / Alaska Native Ways of Knowing
Childhood in an Indian Village
"The government has decided to increase the number of Assistant Language Teachers considerably over a five-year period, starting from the next school year, to strengthen English education at primary schools" (¶1).
accountability and performance evaluations have, in many instances, taken on disproportionate importance to the basics of teaching well and effectively and maintaining a good dose of active and engaged learning in our classrooms
If you don't have faculty who are productive, engaging, and relatively happy, the learning process for students can be seriously flawed. ultimately, it is the faculty who are the most important part of any thriving university.
Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.
"In order for Japanese people to be able to make necessary contributions and play an important role in the future of the world as a member of the international community, it is vital that Japanese people cultivate an interest in other countries. In particular, I have a strong desire to see the younger generation on which the future of Japan depends upon, look outward to the world" (¶4).
Every reaction is a learning process; every significant experience alters your perspective.
So if you now number yourself among the disenchanted, then you have no choice but to accept things as they are, or to seriously seek something else. But beware of looking for goals: look for a way of life. Decide how you want to live and then see what you can do to make a living WITHIN that way of life. But you say, "I don't know where to look; I don't know what to look for."
In this TESOL Blog post (2014.09.19), Elena Shvidko shared descriptions from websites of 11 journals carrying "articles related both to research in second language writing and writing pedagogy" (¶1, 2014.09.22). - See more at: http://blog.tesol.org/excellent-academic-journals-to-stay-up-to-date-in-el-writing/#sthash.RB7SItgV.dpuf
"The PhraseBook helps you build advanced language competence and writing ability in English. Rather than concentrating on rules and exceptions as many books, the PhraseBook focuses on writing, providing the tools for you to write in your subject" (A tool for building advanced language competence and writing ability, ¶1, 2014.09.12).
In this article, Chen summed up an interview about Benedict Carey's book, How We Learn: The Surprising Truth about When, Where, and Why It Happens, highlighting and exemplifying take-away messages for self-directed learners as well as teachers.
pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
This article is an extract from:
Fechter, Sharon Ahern. (1999). Chapter 4, Academic research. In Virginia Bianco-Mathis & Neal Chalofsky (Eds.), The full-time faculty handbook ([n.p.]). London, UK: Sage Publications, Inc.
"Multiple sources recommend about ten minutes per night in the first grade, then add ten minutes for every subsequent grade, for a maximum of two hours in all subjects by the 12th grade" (2. How much homework is recommended, ¶1 [of 1]).
In this post, Stack (2014.08.25) suggested four ways of developing or improving grading practices:
1. Separate and acknowledge the role of both formative and summative assessment.
2. Stop averaging averages to get more averages.
3. Separate academics from academic behaviors.
4. Use rubrics and a rubric scale, not percentage scores.
"Grammar Choices is a different kind of grammar book: It is written for graduate students, including MBA, master’s, and doctoral candidates, as well as postdoctoral researchers and faculty" (Descriptions, ¶2, 2014.09.08).
pab teaches people, and learns from and with them. He strives to enhance their computer skills and cultural appreciation, as well as their listening, speaking, reading, and writing skills; he also strives to promote both learners' and teachers' personal and professional development.